J. Sc. & Tech. Univ. Peshawar, 2016, 40 (1), 29-49

IMPACT OF INSURGENCY ON HIGHER SECONDARY EDUCATION:

A CASE STUDY OF TEHSIL BARA, KHYBER AGENCY FATA,

PAKISTAN

SHAH NAWAZ KHAN1, AMIR NAWAZ KHAN1, IRFAN ULLAH1

ATTA UR RAHMAN2 AND SAID QASIM3

1Centre for Disaster Preparedness & Management, University of Peshawar, 25120, Peshawar Pakistan. 2 Department of GeoFig.y, University of Peshawar

3 Department of GeoFig.y, University of Balochistan Quetta

Abstract: The present study was conducted to analyze and assess the impact of

insurgency on Higher Secondary education in tehsil Bara, Khyber Agency. The

collected data from students and teachers of six higher secondary educational institutes

and from the officials of FATA Disaster Management Authority (FDMA) and Agency

Education Officer (AEO) reveals that Insurgency has severely affected the field of

higher secondary education and the institutes’ infrastructures were also sorely affected.

The students, their parents and teachers faced a lot of problems and specially both

psychologically and physically. In three subdivisions of Khyber Agency Bara was the

most affected tehsil. During insurgency the Higher secondary schools and colleges

were closed and non-functional during insurgency for almost seven years due to which

the students’ dropout ratio was very high. Now the situation is getting normalize day by

day but the government is not doing much in this regards. The government should

strictly ensure the security of educational institutes and the demolished higher

secondary school and colleges should be built on emergency basis. Free education and

monthly stipend for the poor and needy students should be encouraged. Monthly

packages for the teachers in the target area should be increased for making their job

more attractive and attendance of the teachers should be made possible and in case of

absentees strict punishment should be given. The students, their parents and teachers

should be given psychological support by organizing awareness session and different

training regarding mental health. Extra curriculum activities should be started in the

study area for the grooming of the potential talent of the students .Through these steps

the circumstances can be made better to a large extent.

Keywords: Insurgency, Emergency, FDMA, AEO, Mental health, Psychological support.

Introduction

Insurgency is a condition of subversive

political activity, civil rebellion, revolt or

insurrection against a duly constituted

government or occupying power wherein

irregular forces are formed and engage in

actions which may include guerrilla warfare,

that are designed to weaken or overthrow that

government or occupying power (Hamilton,

1959).

Education plays a dominant role in the

betterment of society and the development of

the country. It has always been considered an

essential tool for development, linked to

empowerment and independence of the

country. An educated nation has a great

contribution in the development of human

capital as well as economic growth. Within the

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

30

development community, there is general

agreement that education has a positive

relationship with economic and social

development. If the nation is educated, it will

have options and unlimited opportunities to

participate in the workforce. Thus, if the

literacy rate is higher than it tend to improve

per capita income of the state, which is a key

aspect in the economic development of the

nation (Khan, 2016).

Education can mitigate the

psychological impact of the conflict through

the creation of stability, structure, and hope in

the future. In addition, important information

and problem solving skills to protect children

and young people from exploitation, abuse,

abduction, and the recruitment of child

soldiers, sexual violence and gender based

violence. Education provides tactics of

prevention and landmine safety and peace-

building and provide life-saving information.

Education promotes the rights and

responsibilities of children, especially the

active participation and citizenship, can

provide long-term benefits to the community

(Smith, 2009).

There is growing body of evidence that

political, military and violent attacks on

education took place in dozens of countries in

the past decade and intensified dramatically in

many of the affected countries in recent years.

Attacks were carried out against students,

teachers, academics and educational

personnel, including support staff, such as

transport drivers, caregivers and night guards

and education officials, trade unionists and aid

workers. They include murder, injury,

kidnapping, abduction and forced recruitment

as soldiers or for labour, forced

disappearances, illegal detention, torture and

sexual violence. It also includes damage to or

destruction of buildings and educational

facilities, including transportation; occupation

of buildings and installations for military /

security purposes; violent attacks on the

educational process, such as attacks on

convoys carrying examination papers. It also

includes preventing the repairing,

rehabilitation or reconstruction of schools

attacked by the use or threat of force

(O'Malley, 2010).

The quantitative studies show that

terrorism dramatically increased during the

last decade. Many articles in the literature

sought to explain terrorism as a result poor

economic development and lack of education

in the country (Richardson, 2011).

Between 2004 and 2008, terrorist

incidents in South Asia have increased for

more than 30 percent of all accidents in the

world. Impose internal conflict, not only at the

macro level prohibitive costs but also at the

household level. Apart from the risk of loss of

life and property, there may also be

imbalances within the family to long-term

investments due to the conflict documented by

an extensive literature on the impact of trauma

of armed conflict on investment in human

capital, such as education, health, of children.

(Prakarsh, 1981-1993).

The education sector in Pakistan suffer

from inadequate financial input, and low

levels of efficiency to implement programs

and poor quality of management, monitoring,

supervision and teaching.. As a result,

Pakistan has one of the lowest rates of literacy

in the world and the lowest among countries

of comparative resources and social/ economic

situations With a per capita income of over

$450 Pakistan has an adult literacy rate of

49% while both Vietnam and India with less

per capita income have literacy rates of 94 and

52%, respectively. Literacy ishigher in urban

areas in Sindh and Punjab, among the high-

Impact of Insurgency on Higher Secondary Education ……

31

income group and in males (G.R. Memon,

2010).

Education plays a leadership role in the

community. Jobs of educational institutions is

to develop people physically, mentally,

psychologically, socially and spiritually. It

improves and enhances the social, political

and cultural life of the nation. Until now, the

role of secondary school and colleges

education in Pakistanis simply preparation for

higher education, which in the minds of most

people means exclusively university

education. Worldwide universities, directing

and co-operating with the industrial and

agricultural development organizations, which

are developing the economy fast and

meaningfully. There is a close link between

education and development (Education in

Pakistan: key issues, problems and new

challenges, 2010).

Militancy is as old as the human being

and displays its interpretation both as policies

and methods and activating some justification

commitment and oppression. Pakistan since

the past two decades, faced with civil

militancy with a number of factors worked as

a catalyst, such as the Lal Masjid operation

etc. Pakistan is playing a leading role against

the war on terror and suffered huge economic

losses and human worth 67 billion so far.

Suffering economic and educational activities

with enormous extreme fall out on women's

literacy in most of the tribal areas and Khyber

Pakhtunkhwa (IntikhabAlam, 2010).

Pakistan's role in the war on terror in

the tribal areas (FATA) fierce resistance from

the militants, who maintain their own social-

political agenda in the region on their

priorities list. Education was one of the main

target of the plan. It has expressed its intention

clearly that they have destroyed hundreds of

schools in the tribal areas, and most of the rest

are either closed or non-functional because of

the poor security situation in the region. This

situation creates complications for the efforts

of the Pakistani government to bring peace to

the region, a milestone which again is

unachievable without the provision of

appropriate education for children and the

young generation. Insurgency has deprived

thousands of children of their basic human and

constitutional right to education. (Ahmed Ali

Naqvi, December 2012).

Federally Administered Tribal Areas of

Pakistan (FATA) has become wound that

was bleeding profusely, where the militant

activities in the territory has increased for a

decade now have completely covered the

entire country (Ahmed D. M.2013).

FATA is situated on the western

border of Pakistan and overspread 27,220

square kilometres and is colonize by a

population of 3.17 million people (according

to the 1998 census). Its topoFig.y is one of the

harshest in the world. Barbarous historical,

cultural and environmental factors have made

its inhabitants one of the most strict and

rigorous in the world. Affection for

sovereignty and bravery is the mark of the

terrain. Tribal areas are conventional, where

literacy ratio is low, and developmental ratio

is in infancy, and jobs are meagre. Society and

the subject in the tribal areas run by local

norms, values, customs and traditions.

Recrimination, regulate all customs and

traditions as it endure for decades, taking the

lives of generation after generation of people.

Tribal fighting, incongruity, and animosities

are day to day business of the people living in

the tribal areas. Beside these facts, the tribal

areas was rewarded as one of the most

peaceful areas of the country as it was

assumed Pakistan's western border to be safe

for about 55 years since Pakistan's liberty.

Authorities never perceive the exigency for

the installment of the armed forces both in the

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

32

Pakistani tribal areas or western border with

Afghanistan since 1947. However, the

circumstance converts at the dawn of the 21st

century. 9/11 incident has fully changed the

situation in (FATA) as it has done in other

regions of the world. On the US intimidation,

the Pakistani government deployed troops on

its border with Afghanistan, has also started

military operations against surmise militants

settled in the tribal areas (Ahmed, 2013).

9/11 incident in New York, however,

have a negative consequences on world

politics as a whole, and the Khyber has also

faced severe negative impacts as a result of

this incident. Khyber Agency were apprehend

with religious inconsistency on trivial affairs

and the first stooge of religious conflicts were

educational institutions. According to the

FATA Secretariat and Education Directorate

Peshawar 89 boys and a girls' school were

demolished completely or overripe by the

counter-attacks of armed military bombings

and bomb blasts since 2004. Because of only

two high schools in this part for girls in the

entire agency, the condition of female

education in the agency needs serious

surveillance. The major part of primary

schools are in the homes of Malik’s and all

their children are studying in. In all, 97 private

schools put up to the furtherance of education

in the area. According to the 1998 census, the

literacy rate of Khyber Agency was 22.96%

and male literacy rate was 39.9% and for

female was 2.5%, stipulate that the region is

still lingering behind the required rate in

Pakistan. From social and economic sentiment

Khyber agency is very deteriorate. The

fundamental sectors such as health, education,

agriculture, industry and communications do

not encounter the needs of the people of this

area. The manifestation of education was

enterprising after 1960, but later because of

9/11 incident, The Khyber Agency grasp with

militancy, and first aunt sally of religious

squabble was education sector (Hussain,

2013).

Study Area

Khyber Agency is one of the seven

Federally Administered Tribal Areas, which is

governed by the federation of Pakistan since

1947. The rigorous mountains and extravagant

green vales of this territory is a home to two

big Pakhtun Tribes the “Afridis” and the

“Shinwaris”. Khyber substantiate the

appearance of the Aryans, Iranians, Greeks,

Kushans, White Huns, to the meadowland of

subcontinent and to the top oFig.y of

Afghanistan. It was the way which gave

passage to the caravans of the Ghaznavide,

Ghoraide and then the Mughals. Khyber

Agency is identified after the prominent

Khyber Pass, the most dominant connection

between Afghanistan and South Asia. Khyber

Agency is the ancient tribal agency, founded

in 1879 with PLN Cavagnari as the first

Political Officer. In 1901, with the formation

of the North West Frontier Province now

called Khyber Pakhtunkhwa, the post of

Political Officer were converted into Political

Agent and the first Political Agent was Major

G. Kepper.

The major tribe of the Agency is

Afridi, which is further classified into

eightfraternity; these are, Kamrai or

KamarKhel, Zakha Khels, Sipah, Aka Khels

Kuki Khel, Malik Din Khels, Kambar Khel

and Adam Khel. According to one version the

word Khyber is derived from a Hebrew word,

which means castle or place. Before the birth

of Islam Jews had garrison over the Khyber

fort and its surroundings locality, situated

some 150 km in the North-Western part of

present day kingdom Saudi Arabia. However,

the Khyber Pass has no connection with the

Khyber Fort of Medina. Khyber is a small

village in Landi Kotal located on Peshawar

Impact of Insurgency on Higher Secondary Education ……

33

Torkham highway which obtained this name

for it. Khyber Pass is the major cause behind

the name of Khyber Agency. (Hussain, 2013).

Education in Bara Khyber Agency

Khyber Agency is the most literate of

all the Tribal Areas, with a literacy rate of

34.2%, as of 2007. Quite far ahead of the next

highest Agency Kurram at 26.5%. It is also the

only Agency where the majority of its men are

literate, at 57.2%, which is almost 20% ahead

of the next highest agency, Kurram. However,

its Female literacy rate of 10.1% is 2nd after

Kurram's 14.4%.

Agency Literacy rate 2007

Male Female Total

Khyber 57.2% 10.1% 34.2%

(FATA, 2016).

TopoFig.y

Khyber Agency is located in the North

West of Pakistan within the Federally

Administrated Tribal Areas at 33o-45/ and 34o-

20/ degree North latitudes and 70o-27/ and 71o-

32/ East longitudes. It is bordered by White

Mountain range Suffaidkoh and the River

Kabul in the North, Kurram Agency in the

West and Peshawar District in the East and. In

the North-West lies Afghanistan, Orakzai

Agency in the South and Mohmand Agency in

the North-East. The total area of the Agency is

2,576 Sq. kilometres. Choora River, Bara

River and Khyber Nalla flow through the

agency into Peshawar valley. The Agency's

Headquarter is in Peshawar. The Agency has

been classified into 3 subdivisions i.e.Bara,

Jamrudand Landi Kotal.

Materials and Methods

The present study is descriptive in

nature because it focuses on insurgency and

their physical and psychological impacts on

the local communities. Descriptive survey

method was used for the purpose to explain in

detail each and every aspect of the study area.

To conduct the research, 35 teachers and 60

students were selected from six higher

secondary schools/colleges and the officials of

FDMA (FATA Disaster Management

Authority) and Agency education officer of

the target area. The data was collected through

a questionnaires, semi structure interview and

personal observation from the sample selected

on purposive basis. Descriptive research

attempt to describe systematically a situation,

problem, phenomenon, services, and to

provide information about living condition of

a community or to provide information about

behaviour, attitudes or other characteristics of

a particular group towards an issue. Relevant

literature review was gathered from different

sources i.e. survey reports, books, electronic

sources and available data of different

organization. Keeping in view the available

literature a structured questionnaire was

developed. The questionnaire was then pre-

tested to remove duplications. Quantitative

data obtained through questionnaire was then

analysed statistically through SPSS (16

version), Ms. Excel and Ms. Word

Descriptive survey method was used

for this study in order to achieve the objectives

of the study. In this study data was collected

from two sources. The primary data were

collected through scheduled interviews

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

34

conducted with FDMA officials and agency

education officer where a set of questions was

asked from the responders to guide the

research study. The primary data was collected

with the help of questionnaires in which a set

of questions was asked from the respondance

in selected areas. Transit walk was conducted

in each village for the purpose to collect

accurate data for the research study. The

secondary data will be collected from

secondary sources such as books, literature

review, library, reports, newspaper and articles

etc.

Results and Discussion

Majority of the respondents have faced

a lot of negative consequences as a result of

insurgency especially the students and the

teachers they were unable to focus on the

studies and to make better understanding of

their subjects because of their psychological

disturbances they have also suffered from

destroying of college/colleges building and the

shifting of the educational institutes triggers

the social impacts. Following are the Fig.s in

which different kinds of questions were asked

from the teachers and the students of the target

area from Fig. 01 to Fig. 07 the set of

questions were asked from the teachers and

from Fig. 08 to 13 the set of questions were

asked from the students and the semi structure

interview with the officials are also

mentioned.

Basic Information about Insurgency

The First Section of the Fig. shows the

knowledge level of the respondents regarding

insurgency”. Among the 35 respondents 100%

of the respondents have knowledge that what

is insurgency and what was the negative

consequence of insurgency on the education

sector. The Second Section of the Fig. shows

the “Presence of the respondents” present at

the study area. Among the 35 respondents

most of the respondents were present at the

time of insurgency in the study area 94.3% of

the respondents were present during

insurgency and 5.7% of the 35 respondents

were not present during insurgency. The Third

Section of the Fig. shows the “component of

education” which have affected negatively.

Among the 35 respondents 60% respondents’

opinion was about the “physical infrastructure

& dropout ratio”.31.4% respondents opinion

was about the “Education & Dropout ratio”

and 8.6% respondents out of the 35

respondents opinion was that “Students Psy &

Education” have been severely affected. The

Forth Section shows the “peak time of the

insurgency”. Among the 35 respondents

17.1% of the respondents answer was “Board

exams time” and 82.9% of the respondents

answer was “Classes time”.

Impact of Insurgency on Higher Secondary Education ……

35

Fig.1. Basic Information about Insurgency

Fig.2 Level of Impacts on Infrastructures, Dropout ratio and Education.

100.0 94.3

5.7

60.0

31.4

8.617.1

82.9

0.020.040.060.080.0

100.0

Yes

Yes

No

Ph

ysic

al in

fras

tru

ctu

re &

Dro

po

ut

rati

o

Edu

cati

on

& D

rpo

ut

rati

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Stu

de

nts

Psy

an

d e

du

cati

on

Bo

ard

Exa

ms

tim

e

Cla

sses

Tim

e

Having knowledgeabout Insurgency

In college when it getaffected

Which component is affectedmore

Insurgency was atpeak

1 2 3 4

Pe

rce

nt

%

100.0

80.0

20.0

57.1

37.1

5.7

65.7

22.911.4

0.0

20.0

40.0

60.0

80.0

100.0

yes High Medium High Medium Low High Medium Low

Impactsnoticed

Level of impactson physical

infrastructure

Level of impacts on dropoutratio

Level of impacts oneducation

1 2 3 4

Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

36

Fig.3. Level of Physical Impacts

Level of Impacts on Infrastructures, Dropout

ratio and Education

The First Sections of the Fig. shows

that either the three components effected as a

result of insurgency. Among the

35respondents 100% respondents was “Yes”

that the three components have affected. The

Second Section of the Fig. shows the level of

impacts on the physical infrastructure of the

educational institutes. Among 35 respondents

80% respondents answer was “High impact”

on the educational physical infrastructure and

20% respondents answer was “Medium

Impact” on the educational institutes. The

Third Section of the Fig. shows the level of

impacts on the dropout ratio. Among the 35

respondents 47.1% respondents answer was

“High impact” on the dropout ratio, 37.1%

respondents answer was “Medium impacts” on

the dropout ratio and 5.7% respondents answer

was “Low impacts” on the dropout ratio of

both students and the teachers as a result of

insurgency. The Fifth Section of the Fig.

shows the level of insurgency impacts on the

education. Among the 35 respondents 65.7%

respondents answer was “High impacts” on

the education system, 22.9% respondents

answer was “Medium impact” on the

education system and 11.4% respondents out

of 35 respondents answer was “Low impacts”

on the education system of the study area.

Level of Physical Impacts

The First Section of the Fig. that either

the institutes suffered infrastructure damages.

Among 35 respondents all have the answer

“Yes”. The Second Section of the Fig. shows

the level of damages to the classrooms of the

respective higher secondary educational

institutes. Among 35 respondents, 60%

respondents have the answer “High level”

impacts have suffered the classrooms, 22.9%

respondents have the answer “Medium level”

and 17.1% respondents answer was “Low

level” impacts on the classroom of the

respective higher secondary school/colleges.

The Third Section show the damages suffered

by the playgrounds of the institutes. Among

35 respondents, 25.7% respondents say that

playgrounds suffered “High level” impacts as

a result of insurgency, 25.7% respondents

answer was “Medium level” impacts, 28.6%

respondents answer was “low level” impacts

100.0

60.0

22.917.125.725.728.6

20.0

62.9

34.3

2.9

40.0

20.022.917.1

80.0

14.32.9 2.9

0.0

20.0

40.0

60.0

80.0

100.0

Yes

Hig

h

Med

ium

Low

Hig

h

Med

ium

Low

No

imp

acts

Hig

h

Med

ium

No

imp

acts

Hig

h

Med

ium

Low

No

imp

acts

Hig

h

Med

ium

Low

No

imp

acts

AffectedClassrooms Playgrounds Furnitures College records Library/labourtary

1 2 3 4 5 6

Pe

rce

nt

%

Impact of Insurgency on Higher Secondary Education ……

37

to playgrounds and 20.0% respondents answer

was “No impacts” to the playgrounds of the

respective higher secondary school/colleges.

The Forth Section of the Fig. shows the level

of the damages to the furniture’s of the higher

secondary school/colleges. Among 35

respondents 62.9% respondents answer was

“High level” damages occurred to the

furniture’s of the institutes, 34.3% respondents

answer was “Medium level” damages

occurred to the furniture’s and 2.9%

respondents answer was “No impacts” on the

furniture’s of the respective School/Colleges.

The Fifth Section of the Fig. shows the level

of damages suffered by the college records of

the institutes. Among the 35 respondents,

40.0% respondents said that college records

suffered “High level” impacts because of

insurgency, 20.0% respondents answer was

“Medium level “of impacts, 22.9%

respondents answer was “Low level “of

impacts occurred to educational institutes and

17.1% respondents answer was “No impacts”

to the college records.

Fig.4. Level of Psychological Impacts.

Level of Psychological Impacts

The First Section of the Fig. shows that

either the mental processes of the teachers and

students effected as a result of insurgency.

Among 35 respondents all respondents answer

was “Yes”. The Second Section clearly shows

the disorder mainly adopted by the male after

a traumatic situation. Among 35 respondents

48.6% respondents answer was “High level

“of anxiety in the students and teachers, 28.6%

respondents answer was “Medium level” of

anxiety, 20.0% respondents answer was “Low

level” of anxiety and 2.9% respondents answer

was “No impacts” of the anxiety on the

teachers and the students. The Third Section

of the Fig. shows the psychological disorder

depression during insurgency. Among 35

respondents 77.1% respondents answer was

“High level” of depression on both the

students and the teachers, 17.1% respondents

answer was “Medium level” of depression and

5.7% of respondents out of 35 respondents

answer was “Low level” of impacts during

insurgency. The Fourth Section of the Fig.

shows the level of stress on the students and

teachers during insurgency which is a

triggering factor for the above mentioned

100.0

48.6

28.620.0

2.9

77.1

17.15.7

48.6 48.6

2.9

48.642.9

8.6

0.0

20.0

40.0

60.0

80.0

100.0

Yes

Hig

h

Med

ium

Low

No

imp

acts

Hig

h

Med

ium

Low

Hig

h

Med

ium

Low

Hig

h

Med

ium

Low

Psy affected Anxiety Depression Stress Tension

1 2 3 4 5

Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

38

psychological disorders. Among 35

respondents 48.6% respondents answer was

“High level” of stress, 48.6% respondents

answer was “Medium level” of stress and

2.95% respondents answer was “Low level” of

stress on the students and teachers. The Fifth

Section of the Fig. shows the level of stress on

teachers and students. Among 35 respondents

48.6% respondents answer was “High level”

of tension, 42.9% respondents answer was

“Medium level” of tension and 8.6%

respondents answer was “Low level” of

tension on the teachers and students.

Fig.5. Impacts on Teaching Methodology (TM) and Dropout ratio (Dr).

Impacts on Teaching Methodology (TM) and

Dropout ratio (Dr)

The First Section of the Fig. shows the

“The causes of dropout ratio in the institutes”.

Among the 35 respondents 60.0% respondents

fall in the option “Migration” from the native

land because of the uncertain situation, 11.4%

respondents answer was “Lack of

transportation”, 22.9% respondents answer

was “Security reason” the people were limited

to their houses because of the curfew in the

study area, 5.7% respondent answer was

“Destruction of the educational institutes”.

The Second Section of the Fig. shows the

“The % of current dropout ratio”. Among 35

respondents 40% respondents answer was “10-

20%” dropout ratio, 28.6% respondents fall

into the option “20-30%”, 11.4% respondents

answer was “30-40%” dropout ratio and 20%

respondents fall into the option “40-50%”

dropout ratio. The Third Section of the Fig.

shows the “The impacts on teaching

methodology”. Among 35 respondents 91.4%

respondents said that the teaching

methodology is affected because of insurgency

and 8.6% respondents fall into the option “No

impacts” on teaching methodology. The

Fourth Section of the Fig. shows the

“Teaching methodology before insurgency”.

Among 35 respondents, 57.1% respondents

answer was “Modern methodology” were

60.0

11.422.9

5.7

40.028.6

11.420.0

91.4

8.6

57.1

25.717.1

45.7 45.7

8.6

0.0

20.0

40.0

60.0

80.0

100.0

Mig

rati

on

lack

of

Tran

spo

tati

on

Secu

rity

res

on

s

Inst

itu

tes

des

tru

ctio

n

10

-20

%

20

-30

%

30

-40

%

40

-50

%

Yes

No

Mo

der

n m

eth

od

olo

gy

Trad

itio

nal

met

ho

do

lgy

Mix

met

ho

do

logy

Mo

der

n m

eth

od

olo

gy

Trad

itio

nal

met

ho

do

logy

Mix

met

ho

do

logy

Causes of Dr ininstitutes

Current Dr ratio % TMaffected

TM beforeinsurgency

Current TM

1 2 3 4 5

Pe

rce

nt

%

Impact of Insurgency on Higher Secondary Education ……

39

there in the institutes before insurgency,

25.7% respondents answer was “Traditional

methodology” and 17.1% respondents said

that “Mix methodology” were therein the

institutes before insurgency. The Fifth Section

of the Fig. shows the “Teaching methodology

after insurgency”. Among 35 respondents,

45.7% respondents said that “Modern

methodology of teaching” is there in the

institutes after the insurgency, 45.7%

respondent answer was “Traditional

methodology” and 8.6% respondent’s falls

into the option “Mix teaching methodology”

exist after the insurgency in the study area.

Fig.6. Role of Educational Institutes.

Role of Educational Institutes

The First Section of the Fig. shows the

“Parents role” towards children education.

Among 35 respondents, 48.6% respondents

answer was “Negative”, 37.1% respondents

fall into the option “Positive role” and 14.3%

respondents answer was “Null”. The Second

Section of the Fig. shows the “Educational

institutes’ role” in the capacity building of the

students. Among 35 respondents, 62.9%

respondents answer was “Effective” role,

34.3% respondents answer was “Ineffective

role” and 2.9% respondents answer was

“Null” role of the educational institutes in the

capacity building of the students. The Third

Section of the Fig. shows the “Exams results”

of the students during insurgency. Among the

35 respondents 2.9% of the respondents said

that exams result are “Improved”, 25.7%

respondents answer was “Not improved” and

71.4% respondents said that the exam results

are severely affected as a result of insurgency.

The Fourth Section of the Fig. shows the “The

prevailing of negative impacts” on the

education sector. Among 35 respondents,

8.6% respondents said that the “impacts

prevails for “05 years” on education sector,

11.4% respondents answer was “06 years”

42.9% respondents answer was “07 years” and

37.1% respondents answer was “08 years”

have prevailed the negative impacts of

48.637.1

14.3

62.9

34.3

2.9 2.9

25.7

71.4

8.6 11.4

42.937.1

11.4

54.334.3

5.7 5.717.1

71.4

0.020.040.060.080.0

100.0

Ne

gati

ve

Po

siti

ve

Nu

ll

Effe

ctiv

e

Ine

ffe

ctiv

e

Nu

ll

Imp

rove

d

No

t im

pro

ved

Seve

rly

affe

cted

05

yea

rs

6 y

ears

7 y

ears

8 y

ears

Sati

sfac

tory

Un

sati

sfac

tory

Po

or

Stro

ngl

y ag

ree

Stro

ngl

y d

isag

ree

Agr

ee

Dis

agre

e

Parents roletowardschildren

Education

Educationalinstitutes

role incapacity

building ofstudents

Exams resultof the

students

Negative impactsof insurgency

prevails oneducation

Role of lawenforcement

agencies

Full Proof securityhave provided to

institute

1 2 3 4 5 6

Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

40

insurgency on education sector in the study

area. The Fifth Section of the Fig. show the

“Role of law enforcement agencies” during

insurgency. Among the 35 respondents, 11.4%

respondents answer was “Satisfactory”, 54.3%

respondents answer was “Unsatisfactory” and

34.3% respondents said that the law

enforcement agencies have “Poor” role in the

insurgency in the study area. The Sixth

Section of the Fig. shows the “provision of full

proof security” to the educational institutes in

the study area. Among 35 respondents, 5.7%

respondents were strongly agree to the above

statement, 5.7% respondents were strongly

disagree, 17.1% respondents were agree to the

above statement and 71.4% respondent were

disagree to the above statement and said that

there was no role of the security agencies in

insurgency towards educational institutes in

the study area.

Fig.7. Impacts of Insurgency on Infrastructure, Dropout ratio, Teaching Methodology and Classes Arrangement.

Impacts of Insurgency on Infrastructure,

Dropout ratio, Teaching Methodology and

Classes Arrangement

The First Section of the Fig. shows that

among 60 respondents, all respondents said

that their respective higher secondary school

/college is severely affected by the insurgency.

The Second Section of the Fig. shows the

“Impacts on infrastructure” of the institutes.

Among 60 respondents, 65.6% respondents

answer was “High impacts”, 24.6%

respondents answer was “Medium impacts”

and 9.8% respondents answer was “Low

impacts” on educational infrastructure. The

Third Section of the Fig. shows the “Impacts

on dropout ratio” of the students. Among 60

respondents, 41.0% respondents answer was

“High impact”, 24.6% respondents answer

was “Medium impacts” and 19.7%

respondents answer was “Low impacts” on the

dropout ratio of the students in their respective

institutes. The Forth Section of the Fig. shows

the “Impacts on teaching methodology”.

Among 60 respondents, 31.1% respondents

was “High impacts” 67.2% respondents

100.0

65.6

24.6

9.8

41.0 39.3

19.731.1

67.2

1.6

45.9 47.5

6.6

0.0

20.0

40.0

60.0

80.0

100.0

Yes

Hig

h

Med

ium

Low

Hig

h

Med

ium

Low

Hig

h

Med

ium

No

imp

acts

Hig

h

Med

ium

Low

C.Affected Infrastructure Dropout ratio Teaching methodsClasses arrangement

1 2 3 4 5

Pe

rce

nt

%

Impact of Insurgency on Higher Secondary Education ……

41

answer was “Medium impacts” and 1.6%

respondents answer was “No impacts” on

teaching methodology of the teachers. The

Fifth Section shows the insurgency “Impacts

on classes’ arrangement”. Among 60

respondents, 45.9% respondents answer was

“High impacts”, 47.5% respondents answer

was “Medium impacts” and 6.6% respondents

answer was “Low impacts” of insurgency on

classes’ arrangement.

Fig.8. Suggestion of the Teachers.

Suggestion of the Teachers

The First Section of the Fig. shows the

opinion of the teachers about the improvement

in the education system of the study area.

Among 35 respondents, 17.1% respondents

opinion was to provide economical and

psychological support to the private institutes

because they have an important role in the

secondary education in the study area and the

private institutes teachers and students said

that the private institutes are fully ignored by

the government and the government should

provide the economic support to the private

institutes as like the government institutes.

The Second Section of the Fig. shows the

suggestion of the 11.4% teachers out of 35

teachers about the provision of economical

support to the poor and needy students of the

study area because most of the people

businesses are severely affected and they are

unable to provide the financial support to their

children’s for education. The Third Section of

the Fig. shows that 8.6% respondents out of 35

respondents said that more boys’ government

higher secondary school/degree colleges

should be built in the study area to bring

efficiency and improvement in the education

of the study area. The Forth Section of the Fig.

shows that among 35 respondents 20%

respondents have given the suggestion that

due to uncertain situation in the study area full

proof security should be provided to the

educational institutes to create a peaceful

environment for both the students and

teachers. The Fifth Section of the Fig. shows

that 20% respondents out of 35 respondents

have given the suggestion that more girls

0.0

20.0

40.0

60.0

80.0

100.0

Eco

no

mic

al &

Psy

cho

logi

cal s

up

po

rtfo

r P

riva

te in

stit

ute

Fin

anic

ial s

up

po

tp

rora

mm

e fo

r st

ud

en

ts

Bu

ildin

g o

f m

ore

bo

ysgo

vt e

du

cati

on

alin

stit

ute

Pro

visi

on

of

fullf

roo

fse

curi

ty.

Mo

re g

irl c

olle

ges

sho

uld

be

bu

ilt.

Edu

cati

on

Infr

astr

uct

ure

reco

nst

ruct

ion

.

1 2 3 4 5 6

17.1 11.4 8.620.0 20.0 22.9

Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

42

higher secondary school/colleges should be

built on emergency bases because there are

only one institute for the female in the study

area. The Sixth Section of the Fig. shows

important factors the reconstruction of the

damaged infrastructure in the study area.

Among 35 respondents, 22.9% respondents

said that during insurgency the building of

both private and public institutes have

severely affected and most of them are

demolished by the explosive materials. These

affected institutes need serious and immediate

steps for building reconstruction.

Fig.9. Level of Physical, Psychological and Social Impacts.

Level of Physical, Psychological and Social

Impacts

The First Section of the Fig. shows that

“either the respondents suffered” due to these

impacts, in which among the 60 respondent all

of the respondents were suffered. The Second

Section of the Fig. shows the “educational

impacts” of the respondents, in which among

the 60 respondents most of the respondents

were fall in first group out of three group,

78.7% were fall in group “First”, 14.8% were

fall in group “Second” and 6.6% of the

respondents were fall in group “Third”. The

Third Section of the Fig. shows the “Physical

impacts” of the respondents, in which among

the 60 respondents most of the respondents

were fall in the group “Third & Forth” in

which 39.3% respondents fall in these two

groups, 6.6% respondents fall in “First group”

and 14.8% respondents fall in “Second

group”. The Forth Section shows the

respondents “Psychological impacts”. Among

the 60 respondents, most respondents were fall

in “First group”, 41.0% respondents were

from “Second group”, 13.1% respondents

were from “Third group” and 1.6%

respondents were from “Forth group”. The

Fifth Section shows the respondents “Social

impacts”. Among the 60 respondents. Most

100.0

78.7

14.86.6 6.6

14.8

39.3 39.344.3 41.0

13.11.6

32.8

49.2

13.14.9

0.0

20.0

40.0

60.0

80.0

100.0

Yes

Hig

h

Med

ium

Low

Hig

h

Med

ium

Low

No

imp

acts

Hig

h

Med

ium

Low

No

imp

acts

Hig

h

Med

ium

Low

No

imp

acts

Suffered Educational Physical Impacts Psychological Impacts Social impacts

1 2 3 4 5

Pe

rce

nt

%

Impact of Insurgency on Higher Secondary Education ……

43

respondents were fall in “Second group”,

32.2% respondents were fall in “First group”,

13.1% respondents were fall in “Third group”

and 4.9% respondents were fall in “Forth

group”.

Fig.10. Support Provided to the Students.

Support Provided to the Students

The First Section of the Fig. shows that

the respondents have got any support during

insurgency. Among 60 respondents 57.4%

respondents answer was “Yes” and 42.6%

respondents answer was “No”. The Second

Section of the Fig. shows that who supported

the respondents. Among 60 respondents

75.5% respondents were supported by their

parents and 24.5% respondents were

supported by the teachers of the institutes. The

Third Section of the Fig. shows the type of

support provided in which among the 60

respondents most of the respondents were

provided financial support and 27.4%

respondents were provided with emotional

support.

57.442.6

75.5

24.5

72.6

27.4

0.0

20.0

40.0

60.0

80.0

100.0

Yes No Parents Teachers Financialsupport

Emotionalsupport

Supported Supported by Support type

1 2 3Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

44

Fig.11. Problems in Current education system.

Problems in Current education system

The First Section of the Fig. shows that

the respondents are facing any problems in the

current education system in the study area.

Among 60 respondents 86.9% respondents

answer was “Yes” and 13.1% respondents

answer was “No”. The Second Section of the

Fig. shows the problems in education system

facing by the respondents in the study area.

Among 60 respondents 45.6% respondents

answer was “Poor quality education and weak

financial situation” and 54.4% respondents

answer was “uncertain situation and financial

situation”. The Third Section of the Fig. shows

the “Level of teaching methodology before

insurgency”. Among 60 respondents the most

respondents fall in group “Second”,16.4%

respondents fall in group “First”.13.1%

respondents fall in group “Third” and 3.3%

respondents fall in group “Forth”. The Forth

Section of the Fig. shows the “Level of

teaching methodology after insurgency”.

Among 60 respondents most of the

respondents fall in group “First”, 26.2%

respondents fall in group “Second” and 14.8%

respondents fall in group “Third”.

86.9

13.1

45.6 54.4

16.4

67.2

13.13.3

59.0

26.214.8

0.020.040.060.080.0

100.0

yes

No

Po

or

Qu

alit

yEd

ucation/Finan

cial…

Un

cert

ain

Sit

uat

ion

/Fin

anci

alP

rob

lem

s

Exce

llen

t

Go

od

Po

or

Ver

y P

oo

r

Go

od

Po

or

Ver

y p

oo

r

FacingProblems

Problemsare

Teaching methodologybefore insurgency

Teachingmethodology after

insurgency

1 2 3 4

Pe

rce

nt

%

Impact of Insurgency on Higher Secondary Education ……

45

Fig.12. Satisfied with Current Teaching Methodology.

Satisfied with Current Teaching

Methodology

The First Section of the Fig. shows that

the respondents are satisfied from the current

teaching methodology. Among 60 respondents

57.4% respondents answer was “Yes” and

42.6% respondents answer was “No”. The

Second Section of the Fig. shows that if the

respondents are satisfy than what are the

reasons. Among 60 respondents 23.1%

respondents fall in group “First”, 28.0%

respondents fall in group “Second”, 21.5%

respondents fall in group “Third” and 27.5%

respondents fall in group “Forth”. The Forth

Section of the Fig. shows that if the

respondents not satisfied than what the reasons

are. Among 60 respondents 24.8%

respondents fall in group “First”, 26.6%

respondents fall in group “Second”, 23.1%

respondents fall in group “Third” and 25.6%

respondents fall in group “Forth”.

57.442.6

23.1 28.0 21.5 27.5 24.8 26.6 23.1 25.6

0.020.040.060.080.0

100.0

yes

No

Teac

her

s co

mes

pre

par

ed

Teac

her

s ar

eco

op

era

tive

Teac

her

s ta

kes

inte

rest

in C

lass

es

Teac

her

s sh

are

ne

wid

eas

and

info

rmat

ion

s

Teac

her

s al

way

s co

mes

late

Teac

her

s d

oes

n,t

tak

ein

tere

st in

cla

sses

Teac

her

s d

oes

n,t

co

mes

pre

par

ed

Teac

her

s ar

e n

ot

coo

pe

rati

ve

Satisfied If yes than what is thereason

if No than what is thereason

1 2 3

Pe

rce

nt

%

8.2 13.1 13.1 8.219.7

9.821.3

6.6

0.020.040.060.080.0

100.0

Pro

visi

on

of

tran

spo

rt f

ree

of

cost

to t

he

stu

den

ts

Mo

der

n e

du

cati

on

faci

litie

s in

inst

itu

tes

be

pro

vid

ed

Teac

her

s sh

ou

ld b

em

ade

reg

ula

r to

tak

ecl

asse

s.

The

bu

ildin

g o

fco

llege

on

eme

rgen

cy b

ases

Extr

a cu

rric

ula

rac

tivi

tie

s sh

ou

ld b

est

arte

d.

Exce

pti

on

fro

mch

ecki

ng

in t

he

chec

kpo

st

Pea

cefu

len

viro

nm

ent

for

stu

dy.

Psy

cho

logi

cal

cou

nse

llin

g

1 2 3 4 5 6 7 8

Pe

rce

nt

%

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

46

Fig.13. Suggestions from the Students

Suggestions from the Students

The First Section of the Fig. shows that

the respondents suggestion about the free

provision of transport facilities. Among 65

respondents 8.2% respondents said that free

transport should be provided to the students

and teachers both to reached the institutes on

time. The Second Section of the Fig. shows

that 3.1% respondents out of 65 respondents

answer was that modern educational facilities

should be provided in the educational

institutes to know about the current world

scenario. The Third Section of the Fig. shows

13.1% respondents have the suggestion about

the teachers should be made regular to take

their classes on time and to arrive on time in

the educational institutes. The Forth Section of

the Fig. shows that 8.2 % respondents answer

was to build the damaged buildings of the

colleges on emergency bases. The Fifth

Section of the Fig. shows that 19.7%

respondents answer was the provision of

extra-curricular activities in the educational

institutes to give exposure to the students to

build their mental level. The Sixth Section of

the Fig. show that 9.8% respondents have a

suggestion that the students should be

exempted from the checking on the check

posts. The Seventh Section of the Fig. shows

that 21.3 % respondents have a very valid

suggestion that the peaceful environment

should be built the government for the

educational institutes and full proof security

should be provided to every educational

institute. The Eight Section of the Fig. shows

that 6.6% respondents out of 65 respondents

have a suggestion that the students have

disturbed mentally and the psychological

counselling session should be conducted in the

affected educational institutes to give to give

psychologically therapy to the effected

students.

Semi structure Interview

According to FDMAs, The education

sector have severely affected in all agencies of

FATA and Khyber agency is one of the most

effected agency. The insurgency and the

operations against the insurgents in FATA

have imposed negative consequences on the

education sector. The schools/colleges

building were used as a shelters especially the

government schools/colleges by the insurgents

and unfortunately it was targeted by the

military forces to compel the insurgent to

leave the area. The classrooms and the library

and laboratory equipment were burnt by the

insurgents and they were also used to stop the

students and teachers to go to schools/colleges

and they were totally against the female

education and have blasted the female

educational institutes in the study area. In

response phase the classes were arranged for

the primary, middle and high schools students

in the jalozai camps and some of the higher

secondary schools were temporarily

transferred to the settled area in a rented

buildings but the students dropout ratio was

very high because of the displacements from

their native land to the far-off areas. Now the

situations are getting normal day by day and

the schools/colleges are shifting gradually and

but the teachers presences should be made

regularly to overcome and fill the gaps in

higher secondary education as soon as

possible.

Agency Education Officer were also

asked about the causes and impacts of the

Impact of Insurgency on Higher Secondary Education ……

47

insurgency on higher secondary education in

the study area. They said that insurgency have

pushed back our young generation so many

years back and the education sectors have

affected so severely that it will take a long

time to be recovered because all the

governments educational institutes were

demolished by the insurgents and the public

educational institutes were also destroyed.

Each and every components of the educational

sectors have faced a lots of negative

consequences and the students and teachers

were afraid to go to their institutes because

they were getting lives threats. The libraries

and laboratories of both governments and

public colleges/schools were burnt and the

classrooms were exploited with bombs and as

a result the teachers and the students were

unable to go to schools/colleges and they

compelled to leave the area and to go to safe

location to save their lives. Some of the

governments and almost all of the private

institutes were shifted to the settled areas after

reaching the insurgency at peaks and due to

the curfew in the target area. Now as the

situation are getting normalize day by day the

government colleges/schools have been

shifted and the reconstruction of the

demolished educational institutes have been

started, it has made compulsory for the

teachers to attain their classes regularly.

Certain programmes have started for the

governments teachers to trains and aware and

to recover him from the traumatic situation.

Conclusion

The major part of study area is affected

by insurgency and the education sector is one

of the main key sector which have been

affected critically. Insurgency impacts are

very high in the study area because of lack of

education, unemployment, poverty and

mismanagement by the government and lack

of government raid. The analysed data reveals

the major effects of insurgency on education

from 2008 till now. Insurgency is one of the

devastating disasters which disturbs and

damages the physical infrastructure, socio-

economic infrastructure and each and every

aspect of life. Our region South Asia is famous

for different types of disasters. In our country

Pakistan it is a matter of fact that insurgency

are the challenging scenario in the country.

Since independence Pakistan had faced many

events and all of its provinces are exposed but

Khyber Pakhtunkhwa province and especially

FATA are the most prone area of the country

to insurgency.

It can finally be concluded that

insurgency had severely affect the study area

particularly the Education sector. The

Education sector in the study area suffered due

to unproductive efforts from security agencies,

lack of security measures, Weak

Infrastructure, Lack of education,

unemployment, poverty, mechanism and in

time and rapid information and management

about anthropogenic disasters. The Education

system in study area also possessed lack of

Pro disaster role and pre disaster recovery

planning. The study area also has weak border

checking system due to which insurgents

easily enter to the tribal areas because it have a

border with the Afghanistan. Lack of

Awareness, improper planning, safety

measures and lack of resources also served as

tools to damages to insurgency. However to

avoid future damages and losses we should

require to keep all such things in mind.

Following are some recommendations

given by the students, teachers and the

researcher which will help us to enhance the

literacy ratio as well as to reduce the

Shah Nawaz Khan, Amir Nawaz Khan, Irfan Ullah, Atta ur Rahman and Said Qasim

48

insurgency impact and its damages etc. in the

province and country especially in the study

area.

o The destructed educational institutes

should be built on emergency bases

especially the government institutes

which have affected more as compared

to private institutes.

o Efforts should be made for public

awareness. Education and training be

provided to individuals, parents,

teachers, students etc. to promote

awareness and reduce destructions and

damages.

o There is one girl higher secondary school

in the study area and to increase the

female literacy ratio for the prosperity of

the country more girls higher secondary

institutes should be built.

o A full proof security to the educational

institutes should be provide by the

governments.

o Government have to provides

economical and psychological support to

the government institutes the privates

institutes should also be supported

economically and psychologically.

o Financial support programmes should be

started by the governments to the poor

and needy students of the study area.

o To reduces the negative consequences on

the higher secondary education more

governments’ colleges should be built.

o Peaceful and study environment should

be maintained by the security agencies in

the study area.

o Extra-curricular activities should be

started in higher secondary institutes to

enhance the mental health of the students

and teachers.

o Modern educational facilities like

internet and multimedia presentations

should be provided to the institutes.

o Teachers should adopted modern

teaching methodology and they should

be made regular to take their classes

regularly.

o To save the valuable time of teachers

and students they should be exempted

from the checking on security check

post.

Acknowledgement

I have no words to express the deepest

sense of gratitude Allah the Almighty, the

most merciful and the Beneficent, who

bestowed upon me the courage, determination

and ability to observe, think and analyse to

complete this task and contribute to the noble

field of knowledge. I wish to pay my profound

regard to my honourable supervisor, Mr. Shah

Nawaz Khan, Lecturer, Centre for Disaster

Preparedness and Management (CDPM),

University of Peshawar for his consistent

encouragement and guidance till the

completion of this task. The critical insight,

constructive criticism and supervision

generated the vigour for excellence in our

pursuits, without which it would not have been

possible to undertake this report.

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